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The tourism industry is one of the primary needs for the life of modern society today. Because of these factors, it makes the need for recreation or tourism increases. East Sakerta Tourism Village is one of the leading tourist destinations in the Kuningan Regency. This village has a long history and interesting community culture, but not many people know about it. This study aims to investigate the history of the East Sakerta Village as a popular tourist destination in West Java. The research method used is a qualitative method. This data collection method is carried out using the Focus Group Discussion (FGD) method. Primary data collection was carried out directly and purposive sampling by interviewing key people, namely the village government apparatus, tourism community leaders (kompepar), and the community. FGD method was used to find out about the history, legends, and culture of the East Sakerta Village. The results of FGD findings consist of the religion, the history of the village, the local culture, the historical sites, the myths and legend, and the philosophy of Sakerta Timur Village. The philosophy concept is "Tumaritis" which is a village in the Sundanese and Javanese puppet which has a philosophy of mutual protection, security, and prosperity.

Online learning is carried out in all higher education after the COVID-19 pandemic. The online learning causes forced online learning preparation. The research aimed to measure student attitudes about online learning, student readiness to learn online, and the influence of student attitudes about online learning on student readiness to learn online. The research method was descriptive quantitative and the sample was chosen by simple random sampling. The data were obtained from 311 students of the hospitality management diploma 4 of academic year 2017 to 2020 at one of the tourism school in Indonesia who had to carry out online learning. The collected data were tested using validity and reliability test, descriptive test (frequency and mean), correlation, simple linear regression test and t-test. The result of the mean test showed that students do not like online learning even though they have a perception of readiness to learn online. This result contradicted the results of the simple linear regression test and t-test which concluded that students 'attitudes of online learning positively and significantly affected students' readiness to learn online. The study implication that it is necessary to create efforts to change the attitude of being less accepting of online learning activities into an attitude of accepting online learning for students.

Education is a place to introduce culture and micro, small and medium enterprises in areas far from the capital. In Technology Education Study Program, Universitas Negeri Jakarta has the vision to produce educators and education personnel in the field of learning to engineer based on academic principles and ethics. Engineering new media learning through augmented reality becomes a tool for lectures introducing SMEs. For this reason, researchers collaborated with material expert lecturers, design experts, media experts, and 30 students in developing augmented reality as a new learning application. The results of the review obtained from the instructional design experts were 3.20, material expert 3,30, and media experts 3.14. Based on the test results obtained from students in the one-to-one stage of 3.55; and at the small group stage of 3.23. Based on the results of the evaluation, it can be concluded that Augmented Reality can be implemented and used to introduce SMEs to college students. Students can use this product as material strengthening in engineering learning using new media applications

Penelitian pengembangan ini menghasilkan produk berupa konten materi pada mata pelajaran sosiologi yang akan dikembangkan kedalam berbagai format yaitu visual dan audio-visual dengan memanfaatkan fitur-fitur media sosial Instagram untuk kelas X di SMAN 103 Jakarta. Pengembangan konten di media sosial Instagram ini dimanfaatkan untuk mendorong peningkatan kinerja belajar peserta didik dan menambah sumber belajar yang variatif terhadap mata pelajaran sosiologi. Penelitian pengembangan ini dilakukan dengan mengikuti tujuh tahap model Dick and Carey, yaitu Asess Needs to Identify goal(s), Conduct Instructional Analysis, Analyze Learners and Contexts, Write Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy, dan pada tahap ketujuh, Develop and Select Instructional Materials menggunakan model pengembangan ke dua, yaitu Decide, Design, Develop and Evaluation (DDD-E). Nilai rata-rata keseluruhan yang diperoleh dari tahap expert review sebagai berikut: penilaian dari ahli materi sebesar 3,84 termasuk ke dalam kategori sangat baik, penilaian dari ahli media sebesar 3,65 termasuk ke dalam kategori sangat baik, sedangkan nilai rata-rata yang diperoleh dari hasil uji coba one to one adalah sebesar 3,4 termasuk ke dalam kategori sangat baik. Hasil pengembangan tersebut menunjukan bahwa pengembangan konten di media sosial Instagram pada penelitian ini dapat memfasilitasi peserta didik mempelajari mata pelajaran sosiologi This development research produces contents for Sociology Class into various formats like video and audiovisual with utilizing the Instagram features for Class X in 103 Senior High School Jakarta. The content development in social media Instagram is used to encourage the improvement of students' learning performance and to add the variety of learning resources in Sociology class. This development research was carried out by following seven stages of the Dick and Carey instructional development model: Asses Needs to Identify goal(s), Conduct Instructional Analysis, Analyze Learners and Contexts, Write Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy, and in the seventh stage, Develop and Select Instructional Materials, the four steps in DDD-E instructional development model (Decide, Design, Develop and Evaluation) was used to developing instructional materials. The average value of the review from Subject Matter Expert is 3,84 which means very good. From Media Developing Expert is 3,65, which means very good. The average value of the one to one evaluation was obtained at 3,4 which means very good. The results of this development research show that the content development on social media Instagram in this research can be used to facilitate students in learning Sociology.

Penelitian pengembangan ini bertujuan untuk mengembangkan desain pelatihan“pembentukan” untuk calon asisten dan calon pegawai negeri sipil OmbudsmanRepublik Indonesia. Berdasarkan metodenya penelitian ini termasuk dalam metodepenelitian dan pengembangan. Penelitian ini menggunakan Model PengembanganInstruksional (MPI) oleh Prof. Dr. M. Atwi Suparman, M.Sc. Prosedur pengembangandilakukan melalui delapan langkah yang ada dalam Model PengembanganInstruksional (MPI). Hasil penelitian berupa produk instruksional berupa kurikulumpelatihan serta bahan instruksional berupa modul pelatihan. Responden yang terlibatuntuk mengevaluasi produk adalah para ahli dan pengguna. Nilai yang diperoleh padatahap evaluasi formatif dari para ahli adalah sebesar 3.18 (baik) untuk materipembelajaran, sebesar 2.82 (baik) untuk desain pembelajaran, sebesar 3.55 (sangatbaik) untuk media pembelajaran. Sedangkan nilai yang diperoleh dari para penggunaadalah sebesar 3.21 (baik) untuk desain pelatihan dan bahan instuksional (modul)menurut instruktur pelatihan serta sebesar 3.64 (sangat baik) untuk bahaninstruksional (Modul) menurut Insan Ombudsman. ABSTRACT This development research has a purpose to develop orientation training design forassistants and ASN candidates at Ombudsman Republik Indonesia. Based on the method,this research included in the research and development method. This study used theInstructional Development Model (MPI) by Prof. Dr. M. Atwi Suparman, M.Sc. Thisdevelopment procedure carried out through eight steps in the Instructional DevelopmentModel (MPI). The results of this development research were instructional products suchas training curriculum and training modules. Respondents who got involved in evaluatingproducts are experts and users. The scores obtained from experts at the formativeevaluation stage are 3.18 (good) for learning material, 2.82 (good) for instructionaldesign, 3.55 (very good) for instructional media. While the scores obtained from users atthe formative evaluation stage are 3.21 (good) for training design and modules by trainersand 3.64 (very good) for modules by Insan Ombudsman.

Even though community participation was a crucial component of sustainable tourism, actual community participation was hard to achieve in developing countries. Only a few studies explored the local community participation in tourism villages. In response to this gap, this article explored owners’ participation to sustain their homestays. The research was built on descriptive and qualitative methods. The data were gathered by semi-structured interviews, participant observation, field notes, and photography. A sample population (6 persons) that include rural people and managers from a village. The result showed that cleanliness awareness was the homestay owners’ fundamental problem. The study also revealed that the homestay owners had not elaborated on their cultural uniqueness to create an unforgettable experience. They tried hard to design their homestays based on their knowledge rather than visitors’ demands. The external parties’ intervention, such as scholars, had to support the homestay owners to gain new insight into hospitality attitudes. Keywords: Community Involvement, Empowerment, Local Wisdom

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

This study aims to describe the utilization of city tour on tour guiding subject in grade XI tourism program at SMK Negeri 57 Jakarta. The method used in this study is descriptive qualitative with case study approach and data collection techniques through questionnaire, interview, observation and documentation. The result of this study indicates that the teacher has taken advantage of city tour as a source of learning on tour guiding subject grade XI. Data obtained are described in percentage and narrative analysis. The utilization of city tour is described through the six steps of utilization model ASSURE which includes 1) Analyze learners, 2) Select objective, 3) Select method, media and materials, 4) Utilize media and materials, 5) Require learners’ participation, 6) Evaluate and revise.

This research was aimed to describe the application of e-learning at the Department of Educational Technology, Faculty of Education Science, Jakarta State University. This research used case study research method with multiple data collection. Research findings revealed that (1) there are 20 courses conducted using e-learning by 7 lecturers; (2) blended learning was used; (3) e-learning itself developed through analysis, design and development phases; (4) analysis phase including students characteristics analysis, e-elarning environment analysis and content analysis; (5) design phase including online leaerning design (designing content, discussion for online discussion forum, assignment for online assignment, and test item for online evaluation) and face-to-face learning design including deep discussion, case study, and demonstration and practices; (6) student acceptance on blended was high; (7) there were several barriers in implementing e-learning due to lack of policy and ICT infrastructure support; and (8) supporting factors of implementation e-learning were the high commitment from lecturers and students, and the familiarity of students toward ICT. Based on research findings, Department of Educational Technology was recommended to have a minimum standard of development and implementation of e-learning and to enhance ICT infrastructure support, esp. access adequate internet connectivity. References Chaeruman, U.A. (2008). Penerapan blended learning.Diakses melalui http://www.teknologipendidikan.net/2008/11/27/contoh-penerapan-blended-learning/ Clark, R.C. & Meyer, R.E. (2003). E-learning strategies: Design, delivery, implementation and evaluation. San Francisco: John Wiley & Sons, Inc. Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Concept, strategies, and application. New Jersey: Pearson education, Inc. Gredler, M.E. (2011). Learning and instruction: Teori danaplikasi. Terjemahan Tri Wibowo B.S. edisi keenam. Jakarta: Kencana Prenada Media Group. Holmes, B. & Gardner, J. (2006). E-learning concepts andpractice. London: SAGE Publication, Ltd. Khan, B. (2005). Managing e-learning strategies: Design,delivery, implementation, and evaluation. USA:Idea Group, Inc. Miarso,Y. (2005). Menyemai benih teknologi pendidikan.Jakarta: Kencana. Morrison, G.R., Ross, S.M., & Kemp, J.E. (2007). Designing effective instruction. USA: John Wiley&Sons, Inc. Prawiradilaga, D.S. (2007). Prinsip desain pembelajaran. Jakarta: Kencana Prenada Media Group. Prawiradilaga, D.S & Siregar, E. (2004). Mozaik teknologi pendidikan. Jakarta: Kencana. Siregar, E., & Nara, H. (2010). Teori belajar dan pembelajaran. Ciawi, Bogor: Ghalia Indonesia. Wahono, R.S. (2008). Meluruskan salah kaprah tentang e-learning. Diakses melalui http://romisatriawahono.net/2008/01/23/meluruskan-salahkaprah-tentang-e-learning/ Yin, R.K. (2008). Studi kasus: Desain dan metode. Jakarta: PT. Grafindo Persada., Penelitian ini bertujuan mendeskripsikan penerapan e-learning di program studi Teknologi Pendidikan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Penelitian ini menggunakan metode studi kasus dengan berbagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa (1) terdapat 20 mata kuliah yang diselenggarakan dengan e-learning oleh 7 orang dosen; (2) e-learning yang diterapkan adalah blended learning; (3) penerapan e-learning telah melalui tahap analisis, desain dan pengembangan; (4) tahap analisis meliputi analisis karakteristik siswa dan analisis lingkungan e-learning; (5) tahap desain dimana sebagian besar dirancang dengan pola pembelajaran online (mempelajari materi, memperdalam materi melalui forum diskusi online, menerapkan pengetahuan melalui penugasan online, dan evaluasi melalui tes online), dan pembelajaran tatap muka lebih menekankan pada diskusi mendalam, demonstrasi, studi kasus, serta praktik; (6) tahap pengembangan dosen mengembangkan materi dengan memanfaatkan materi yang telah ada; (7) implementasi blended learning menarik dan disukai oleh mahasiswa; (8) pelaksanaan e-learning berjalan dengan baik karena adanya komitmen yang kuat dari dosen, kefamiliaran TIK mahasiswa dan dukungan program studi; serta (9) faktor penghambat penerapan e-learning lebih pada lemahnya dukungan kebijakan dan infrastruktur TIK yang belum memadai. Berdasarkan temuan penelitian direkomendasikan agar program studi Teknologi Pendidikan memiliki standar minimal pengembangan dan implementasi blended learning serta meningkatkan dukungan fasilitas dan akses terhadap internet yang memadai.

Penelitian ini bertujuan untuk mendeskripsikan apa adanya tentang penerapan e-learning di Program Studi Teknologi Pendidikan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Metode penelitian yang digunakan adalah studi kasus dengan menggunakan berbagai teknik pengumpulan data yaitu analisis arspi/dokumen, kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa: 1) terdapat 20 mata kuliah yang diselenggarakan dengan e-learning oleh 7 orang dosen Program Studi Teknologi Pendidikan; 2) e-learning yang diterapkan adalah blended learning yang mengkombinasikan antara pembelajaran tatap muka dan pembelajaran online; 3) penerapan e-learning telah melalui tahap analisis, desain dan pengembangan; 4) tahap analisis meliputi analisis karakteristik siswa dan analisis lingkungan e-learning); 4) tahap desain dimana sebagian besar dirancang dengan pola pembelajaran online (mempelajari materi, memperdalam materi melalui forum diskusi online, menerapkan pengetahuan melalui penugasan online, dan evaluasi melalui tes online dan pembelajaran tatap muka lebih menekankan pada diskusi mendalam, demonstrasi, studi kasus, dan praktek; 5) tahap pengembangan dosen mengembangkan materi dengan memanfaatkan materi yang telah ada; 5) implementasi blended learning menarik dan disukai oleh mahasiswa; 6) pelaksanaan e-learning berjalan dengan baik karena adanya komitmen yang kuat dari dosen, kefamiliaran TIK mahasiswa dan dukungan program studi; dan 7) faktor penghambat penerapan e-learning lebih pada lemahnya dukungan kebijakan dan infrastruktur TIK yang belum memadai. Berdasarkan temuan penelitian direkomendasikan agar program studi teknologi pendidikan memiliki standar minimal pengembangan dan implementasi blended learning dan meningkatkan dukungan fasilitas dan akses terhadap internet yang memadai. This research was aimed to describe as is the application of e-learning at the Department of Educational Technology, Faculty of Education Science, Jakarta State University. This research used case study research with multiple data collection techniques, i.e. archival/document analysis, questioners, and interview. Research findings revealed that: 1) there are 20 courses conducted using e-learning by seven lecturers; 2) e-learning used blended learning approaches which combine face-to-face and online learning; 3) e-learning itself developed through analysis, design and development phases; 4) analysis phase including students characteristics analysis, eelarning environment analysis and content analysis; 5) design phase including online leaerning design (designing content, discussion for online discussion forum, assignment for online assignment, and test item for online evaluation) and face-to-face learning design including deep discussion, case study, and demonstration nad practices; 6) student acceptance on blended was high; 7) there were several barriers in implementing e-learning due to lack of policy and ICT infrastructure support; and 7) supporting factors of implementation e-learning were the high commitment from lecturers and students, and the familiarity of students toward ICT. Based on research findings, Department of Educational Technology was recommended to have a minimum standard of development and implementation of e-learning and to enhance ICT infrastructure support, esp. access adequate internet connectivity.